The Council advocates for a quality childcare system that provides before school, after school and out-of-school care in environments that promote inclusion of children with and without disabilities.

BELIEFS AND CONDITIONS:

Quality child care is a necessity, not a luxury.

It is the right of children with disabilities to grow up in typical settings with their typical peers and to attend local, neighborhood child care programs with other children who may or may not experience disabilities.

Children with disabilities need equal access to community programs including child care, day care homes, preschools, and after school programs designed for children without disabilities.

It is important that fiscal policies and regulations for child care programs be designed so that child care is available, affordable and accessible to children with disabilities.

The childcare system needs to ensure there are a sufficient number of consistent, nurturing caregivers who are fairly compensated.

Child care staff need to be trained and have the necessary supports and aids to ensure that children with disabilities participate with their peers in day care settings.

The environment of quality child care includes: a safe, physically accessible, cheerful place; developmentally and culturally appropriate materials; low child/helper ratio to allow for individualized attention and small group activities; adequate and nutritious food; strong parental involvement, education and support; and community support from public and private sector individuals and organizations.

DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Child Care-Related Activities: The term "child care-related activities" means advocacy, capacity building, and systemic change activities that result in families of children with developmental disabilities having access to and use of child care services, including before-school, after-school, and out-of-school services, in their communities.

Self-Determination Activities: The term "self-determination activities" means activities that result in individuals with developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate and make personal decisions;
B. the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individuals receive;
C. the authority to control resources to obtain needed services, supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities; and
E. support, including financial support, to advocate for themselves and others, to develop leadership skills, through training in self-advocacy, to participate in coalitions, to educate policymakers, and to play a role in the development of public policies that affect individuals with developmental disabilities.

The Council advocates that all persons with developmental disabilities have the fundamental right to live, work, and spend leisure time in natural community settings where friendships and other relationships can occur.

BELIEFS AND CONDITIONS:

Integration occurs when persons with disabilities share natural environments with all citizens within local communities.

People need choice of how, where and with whom they want to live as well as the provision of services and supports.

Services and supports should be designed to meet the preferences, needs, wants, and desires as expressed by consumers.

Access to services and supports must not be limited to one provider when other choices are available; nor shall receipt of one type of service or support bind the individual to receipt of all service or support from that provider. Choice of service and support should be well informed, and must include direct experience in the options from which the individual will make a choice or decision.

Services and supports for people with developmental disabilities must be of the highest possible quality and shall promote independence, productivity, and integration.

Supports and services should be provided by generic service providers to the greatest extent possible.

Eligibility for services and supports from community providers shall not be contingent upon the ability to make contributions to that provider in the form of monetary or property.

Community residences shall be comparable in size, design, scale and decorum with others in the immediate neighborhood.

The Council supports visitibility standards, which provide basic accessibility features for people with disabilities in all newly constructed homes.

The Council supports the development of an orderly closing of institutions which will allow for the most integrated living arrangement for all persons with disabilities.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Community Supports: The term community supports refers to services available or offered to individuals in a community that affect their quality of life.

Housing-Related Activities: The term "housing-related activities" means advocacy, capacity building, and systemic change activities that result in individuals with developmental disabilities having access to and use of housing and housing supports and services in their communities, including assistance related to renting, owning, or modifying an apartment or home.

Self-Determination Activities: The term "self-determination activities" means activities that result in individuals with developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate and make personal decisions;
B. the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individuals receive;
C. the authority to control resources to obtain needed services, supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities; and
E. support, including financial support, to advocate for themselves and others, to develop leadership skills, through training in self-advocacy, to participate in coalitions, to educate policymakers, and to play a role in the development of public policies that affect individuals with developmental disabilities.

The Council advocates for an early intervention system where all infants and toddlers who have, or are at risk for, significant delays are identified and connected to appropriate, family centered, individualized early intervention services.

BELIEFS AND CONDITIONS:

The first five years of a child's life represents a period
of rapid physical, intellectual, social and emotional development.

Early intervention can reduce the sense of isolation, stress
and frustration that families may experience.

Intervention can prevent the occurrence of some disabilities
and increase developmental and educational gains for children
experiencing, or at risk of, developmental delays or disabilities.
As a result of early intervention, children with developmental
delays grow up to become productive, independent individuals.

The goals of early intervention are to enhance the child's
development and support families as central in their child's
life.

Early intervention reduces the lifetime costs of special
education, rehabilitation and medical care.

Early intervention services should be provided through an
independent service coordination system.

Early intervention services should include, at a minimum,
educational, health related, developmental, and family support
services, as stated in an Individual Family Service Plan,
delivered by qualified personnel.

Early intervention services must be coordinated to assure
comprehensive services to children with developmental disabilities
and their families.

Early intervention services should be provided in natural
settings where infants and toddlers without disabilities are
found, including home and community settings.

Parents choose where services are provided. Early intervention
services must be structured so that they are easy for families
to understand and use.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Early Intervention Activities: The term "early
intervention activities" means advocacy, capacity building,
and systemic change activities provided to individuals described
in paragraph (8)(B) and their families to enhance-

A. the development of the individuals to maximize
their potential; and
B. the capacity of families to meet the special needs of the
individuals.

Self-Determination Activities: The term "self-determination activities" means activities that result in individuals with developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate and make personal decisions;
B. the ability and opportunity to communicate choices and exercise control over the type and intensity of services, supports, and other assistance the individuals receive;
C. the authority to control resources to obtain needed services, supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities; and
E. support, including financial support, to advocate for themselves and others, to develop leadership skills, through training in self-advocacy, to participate in coalitions, to educate policymakers, and to play a role in the development of public policies that affect individuals with developmental disabilities.

The Council advocates for an educational system
that stresses teaching in integrated, age-appropriate school and
community environments that will be useful to the individual student
now and in the future.

BELIEFS AND CONDITIONS:

The role of education in the lives of people with developmental
disabilities is critical, for this system serves students
during their important developmental years.

In addition to the core curriculum, programs for all students
should incorporate instruction in social skills, problem-solving,
decision-making and self-advocacy.

Curriculum and instruction should stress useful age-appropriate
skills, enhance independence and help all students gain a
measure of control over meeting their own basic needs.

Enabling all students to increase their independence requires
having high expectations for their ability to learn and for
their eventual participation in adult society. The meaningful
participation of adults with disabilities as role models to
all students is critical to this process.

Each student's education should be individually tailored
and should employ supports and services including, but not
limited to, assistive devices, augmentative communication
systems, and current technology, as needed.

Students with disabilities have the right and must have
the opportunity to be educated in the same educational environments
as any other student.

All school facilities and programs should be completely
accessible.

Any services or supports needed to accommodate a student's
disabilities should be brought into the general education
environment, and should be individually designed and implemented
for each student.

Specialized services must be provided for each student,
as needed, within the regular school environment.

All possible opportunities to join in the social and extra-curricular
experiences of school life must be provided to students with
developmental disabilities.

The school's role in promoting independence for its students
should begin as early as possible, with curricular and extra-curricular
activities designed to teach students communication and social
skills; to familiarize them with basic work concepts, various
jobs and careers; and to have opportunities to contribute
to others.

Formal transition planning for students with disabilities
should begin as early as possible, but no later than age 14
½ .

Transition planning and services must be highly action oriented
and involve a partnership among students, family members,
educators, classmates, friends, employers, adult service professionals
and other community members in order to assist students to
achieve their desired future.

Educational planning and services must reflect a student's
own goals for life after high school and the supports and
services that may be needed to fulfill those goals.

Transition planning focuses on outcomes that will enhance
the quality of life experiences and the contributions made
by persons with disabilities.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITES
ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Education-Related Activities: The term "education-related
activities" means advocacy, capacity building, and systemic
change activities that result in individuals with developmental
disabilities being able to access appropriate supports and modification
when necessary, to maximize their educational potential, to benefit
from lifelong educational activities, and to be integrated and
included in all facets of student life.

Self-Determination Activities: The term "self-determination
activities" means activities that result in individuals with
developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate
and make personal decisions;
B. the ability and opportunity to communicate choices and exercise
control over the type and intensity of services, supports, and
other assistance the individuals receive;
C. the authority to control resources to obtain needed services,
supports, and other assistance;
D. opportunities to participate in, and contribute to, their
communities; and
E. support, including financial support, to advocate for themselves
and others, to develop leadership skills, through training in
self-advocacy, to participate in coalitions, to educate policymakers,
and to play a role in the development of public policies that
affect individuals with developmental disabilities.

The Council advocates for the opportunity for all
individuals who want jobs to be productively employed without
jeopardizing other rights or benefits that assure them necessary
continuing support.

BELIEFS AND CONDITIONS:

It is in the interest of society to act affirmatively in
making employment opportunities and necessary support services
available to persons with disabilities.

Employees with disabilities have the right and should be
afforded the same opportunity for career development and retirement
planning as other employees.

Employment should be in typical work settings rather than
in segregated, sheltered programs.

Employment should occur in environments that offer the opportunity
for integration with peers without disabilities.

The proportion of employees with disabilities to employees
without disabilities in the workplace should be consistent
with the general population.

Employees with developmental disabilities should be paid
in accordance with the Fair Labor Standards Act and have the
same benefits as are offered to workers without disabilities.

The goal of all supports is to enable the individual to
engage productively in meaningful work. The degree and kind
of support should be individualized, flexible and available
to the extent necessary for the individual to remain employed.

Every effort should be made to demonstrate the economic
importance and viability of supported employment so that its
job creation and development possibilities will be understood
by the business and economic developmental leaders of the
state and community.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITES
ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 103-402):

Employment-Related Activities: The term "employment-related
activities" means advocacy, capacity building, and systemic
change activities that result in individuals with developmental
disabilities acquiring, retaining, or advancing in paid employment,
including supported employment or self-employment, in integrated
settings in a community.

Self-Determination Activities: The term "self-determination
activities" means activities that result in individuals with
developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate
and make personal decisions;
B. the ability and opportunity to communicate choices and exercise
control over the type and intensity of services, supports, and
other assistance the individuals receive;
C. the authority to control resources to obtain needed services,
supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities;
and
E. support, including financial support, to advocate for themselves
and others, to develop leadership skills, through training in
self-advocacy, to participate in coalitions, to educate policymakers,
and to play a role in the development of public policies that
affect individuals with developmental disabilities.

The Council advocates for health care for persons with developmental
disabilities and their families encompasses the following principles:
non-discrimination; comprehensiveness; appropriateness; equity
and efficiency. Health care is an inalienable human right and
equitable access to compassionate, quality health care must be
affirmed in public policy and law.

BELIEFS AND CONDITIONS:

Traditionally, health care has been viewed as hospital care
and physician services. Health care must be defined in a broader
context. Health promotion and disease prevention services,
rehabilitation services, home and community-based services,
personal and support services, mental health services, oral
health, hearing and vision services, and assistive technology
must be recognized as essential components of health care
since such services maintain or increase functional capacity
and enhance the ability to participate more fully in community
life.

A non-discriminatory health care system will assure that
people with disabilities of all ages and their families are
able to fully participate in the nation's health care system.

A quality health care system ensures a wide array of health,
rehabilitation, personal, and support services across all
services categories and sites of service delivery.

A quality health care system assures that comprehensive
health, rehabilitation, personal, and support services are
provided on the basis of individual need, preference, and
choice.

A quality health care system will not discriminate according
to an assessment of risk or ability to pay.

A quality health care system assures the right to make advance
directives regarding end of life medical decisions.

A quality health care system ensures services that promote
the health, safety, and welfare of the individuals it serves.

An efficient health care system is one that will maximize
efficient, effective quality of care and minimizes administrative
waste.

Any health, behavioral health, or medical care recommendations
are based upon an individual's right to choose, and a comprehensive,
individualized assessment including a medical evaluation,
treatment plan, and continuing monitoring. These recommendations
are provided in a manner to promote informed choices/consent,
and an understanding of options and risks.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES
ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Health-Related Activities: The term "health-related
activities" means advocacy, capacity building, and systemic
change activities that result in individuals with developmental
disabilities
having access to and use of coordinated health, dental, mental
health, and other human and social services, including prevention
activities in their communities.

Self-Determination Activities: The term "self-determination
activities" means activities that result in individuals with
developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate
and make personal decisions;
B. the ability and opportunity to communicate choices and exercise
control over the type and intensity of services, supports, and
other assistance the individuals receive;
C. the authority to control resources to obtain needed services,
supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities;
and
E. support, including financial support, to advocate for themselves
and others, to develop leadership skills, through training in
self-advocacy, to participate in coalitions, to educate policymakers,
and to play a role in the development of public policies that
affect individuals with developmental disabilities.

The Council advocates for equal opportunities to
and the necessary supports for the participation of all citizens
in recreational, leisure and social activities within their communities.

BELIEFS AND CONDITIONS:

Recreational, leisure and social activities have historically
had a lower priority in resource allocation than those of
education, employment and living arrangements. But these opportunities
are as essential to persons with developmental disabilities
as they are to those without. The skills and attitudes gained
through these opportunities enhance the perception of self
worth and abilities needed to live, learn and work in the
community.

The development of an appropriate leisure lifestyle is an
integral part of independent functioning and is unique to
each person. Recreational, leisure and social activities need
to be included in every person's education, transition, rehabilitation
or similar plan.

Providing a wide array of recreational, leisure and social
experiences is essential in order that persons with developmental
disabilities may choose and communicate their desires for
participation.

Efforts should be made to include people with developmental
disabilities in all aspects of leisure/recreation planning
by actively seeking their opinions and personal participation
on advisory boards and boards or directors or any other body
that has decision making authority.

Recreational, leisure and social activities and programs
that are labeled as "special" and "adaptive"
needlessly isolate persons with developmental disabilities.

Segregated recreational, leisure and social activities have
created attitudinal and physical barriers and should be discouraged.

Restrictive funding and certification rules and local community
agency procedures may create barriers to participation in
integrated activities.

Limited incomes often preclude participation in community
recreational, leisure and social activities.

Increased efforts and resource allocation should be directed
to integrated activities.

Professionals must support the access to and participation
in recreational, leisure and social activities in the community
by people with developmental disabilities.

It is essential to support people with disabilities who
want access to integrated, community leisure activities by
advocating for changes in restrictive rules and procedures
in buildings and houses where persons with disabilities reside.
Additionally, appropriate clothing and grooming will provide
not only access, but also acceptance in integrated activities.

A stronger alliance among formal organizations and informal
networks will help ensure access to community recreational,
leisure and social activities for persons with developmental
disabilities.

Educating family members, with whom people with disabilities
live, about the value of integrated leisure activities will
help with the planning and provision of appropriate and adequate
supports for participation.

Training of, but not limited to, volunteers, recreation
coaches, activity directors, park district employees, family
members, educators, and organizers of public and private leisure/recreation
opportunities in the community will help provide appropriate
access, accommodation and support to people with disabilities.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES
ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Recreation-Related Activities: The term "recreational-related
activities" means advocacy, capacity building, and systemic
change activities that result in individuals with developmental
disabilities having access to and use of recreational, leisure,
and social activities, in their communities.

Self-Determination Activities: The term "self-determination
activities" means activities that result in individuals with
developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate
and make personal decisions;
B. the ability and opportunity to communicate choices and exercise
control over the type and intensity of services, supports, and
other assistance the individuals receive;
C. the authority to control resources to obtain needed services,
supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities;
and
E. support, including financial support, to advocate for themselves
and others, to develop leadership skills, through training in
self-advocacy, to participate in coalitions, to educate policymakers,
and to play a role in the development of public policies that
affect individuals with developmental disabilities.

The Council advocates that all persons with developmental
disabilities have access to all publicly funded and/or regulated
transportation services.

BELIEFS AND CONDITIONS:

Within our society, freedom of movement is an essential
component of any effort to enable all citizens to live as
independently as they choose; to engage in productive self-sustaining
activity; and, most importantly, to be fully integrated within
their communities.

A transportation system must meet the needs of citizens
in an accessible and affordable fashion and people using the
system must know how to access the system.

Government, at all levels, must develop accessible and affordable
transportation options including paratransit for people with
disabilities and others dependent on public transportation.

Paratransit systems for people with disabilities must be
understood as a necessary component of, but not as a substitute
for, accessible public transportation.

Transit personnel are key to the success of transportation
systems and must be trained and sensitive to the transportation
needs of people with disabilities and support people with
disabilities in gaining access to transportation services.

RELATED DEFINITIONS FROM THE DEVELOPMENTAL DISABILITIES
ASSISTANCE AND BILL OF RIGHTS ACT OF 2000 (PL 106-402):

Transportation-Related Activities: The term
"transportation-related activities" means advocacy,
capacity building, and systemic change activities that result
in individuals with developmental disabilities having access to
and use of transportation.

Self-Determination Activities: The term "self-determination
activities" means activities that result in individuals with
developmental disabilities, with appropriate assistance, having-

A. the ability and opportunity to communicate
and make personal decisions;
B. the ability and opportunity to communicate choices and exercise
control over the type and intensity of services, supports, and
other assistance the individuals receive;
C. the authority to control resources to obtain needed services,
supports, and other assistance;
D. opportunities to participate in, and contribute to, their communities;
and
E. support, including financial support, to advocate for themselves
and others, to develop leadership skills, through training in
self-advocacy, to participate in coalitions, to educate policymakers,
and to play a role in the development of public policies that
affect individuals with developmental disabilities.